It is not Ofsted\u2019s role to issue guidance to schools on the content of any aspect of the curriculum.<\/p>
<\/p>
Schools are required to provide a broad and balanced curriculum, and personal, social, health and economic education (PSHE) and sex and relationships education can contribute to this. The Department has issued guidance on sex and relationships education that sets out how schools should approach the teaching of this subject. All state-funded schools who teach sex education must have regard to this guidance. The Department has not provided guidance on PSHE as this is a non-statutory subject. Schools are free to determine the content of their curriculum, but can use the materials developed by the PSHE Association to support this. These materials include giving pupils the opportunity to learn about the roles and responsibilities of parents, carers and children in families.<\/p>
Organisation<\/p><\/td> | Value of Grant (£)<\/p><\/td> | Activity<\/p><\/td><\/tr> |
Premier Rugby Limited<\/p><\/td> | £556,494<\/p><\/td> | Inspired by the 2015 Rugby World Cup, Premier Rugby Limited, together with 14 professional rugby clubs, designed and delivered new character-based programmes in primary and secondary schools. These programmes provided classroom-based and physical activities based on the core rugby values of respect, teamwork, enjoyment, discipline and sportsmanship. A complementary 33-week intensive programme targeted 16 to 18 year olds not in education, employment or training (NEET), including character building activities, qualifications, work experience and employability skills.<\/p><\/td><\/tr> |
St John Ambulance<\/p><\/td> | £254,911<\/p><\/td> | St John Ambulance delivered a programme of first aid training aimed at building a nation of resilient, confident and motivated young first aiders. The programme also aimed to develop community spirit and conscientiousness, and to raise aspirations.<\/p><\/td><\/tr> |
The Scout Association<\/p><\/td> | £302,299<\/p><\/td> | The Scout Association ran a pilot project called \u201cScouting by Doing\u201d in partnership with Demos. The pilot, run in six schools in the South East and the Midlands, sought to tackle the barriers to character education in deprived areas by equipping schools to deliver school-based Scouting activities to children aged 8 to 10. The programme aimed to develop robust evidence on the effectiveness of different approaches and to produce a scalable framework and online toolkit to be made freely available to all schools.<\/p><\/td><\/tr> |
The University of Birmingham<\/p><\/td> | £201,895<\/p><\/td> | With support from the Jubilee Centre for Character and Virtues at the University of Birmingham, the purpose of this programme was to develop and pilot an innovative suite of teaching materials and methods building on existing research about how character education could be taught through established curriculum subjects.<\/p><\/td><\/tr> |
The Challenge Network<\/p><\/td> | £315,734<\/p><\/td> | The Challenge Network aimed to up-scale its HeadStart programme to a further 1,900 16 to 18 year olds across London and Birmingham. The purpose of this programme was to develop a range of positive character traits and work readiness by challenging young people to commit at least 16 volunteering hours in return for a guaranteed interview for a part-time job with a major business.<\/p><\/td><\/tr> |
Youth Sport Trust<\/p><\/td> | £95,527<\/p><\/td> | Through this programme the Youth Sport Trust implemented a new programme aimed at developing PE lessons and resources to build in young people the essential character traits that help them to succeed.<\/p><\/td><\/tr> |
Floreat Education<\/p><\/td> | £124,002<\/p><\/td> | Floreat Education developed and piloted a character virtue development programme for Reception, Year 1 and Year 2 pupils in its two free schools. The project included teacher training and the development of story-based teaching resources, supported by activities to build pupils\u2019 character.<\/p><\/td><\/tr> |
PSHE Association<\/p><\/td> | £137,000<\/p><\/td> | The PSHE Association developed and piloted a PSHE character curriculum from key stages 1 to 4 in 10 schools.<\/p><\/td><\/tr> |
CSN Community Interest Company<\/p><\/td> | £79,945<\/p><\/td> | CSN Community Interest Company worked with mental health charities to expand its \u201csummit programme\u201d aimed at building core character traits and resilience in disadvantaged young people. The programme involved a targeted intervention programme, school workshops, and intensive residential courses.<\/p><\/td><\/tr> |
The Prince\u2019s Trust<\/p><\/td> | £584,366<\/p><\/td> | The Prince\u2019s Trust expanded its XI programme, which aimed to increase motivation, confidence and resilience to support future success. It introduced timetabled activity in schools linked to wider curricula covering volunteering, life skills, and other character-building projects such as extra-curricular sports and outdoor activities.<\/p><\/td><\/tr> |
City Year UK<\/p><\/td> | £334,206<\/p><\/td> | Through this project, City Year UK provided four schools where more than half of pupils were eligible for the pupil premium with a team of full-time volunteer corps members aged 18 to 25 plus a full-time member of City Year staff. The overall aim of the intervention was to improve attendance, behaviour, engagement and attainment. Activities delivered through the programme included running breakfast clubs, supporting pupils in class, being a role model and a presence for inclusion and good behaviour at break times, eating meals with students, and offering a range of after-school activities such as homework clubs, debate clubs and social action projects.<\/p><\/td><\/tr> |
The King\u2019s School<\/p><\/td> | £193,784<\/p><\/td> | The King\u2019s School worked in a consortium with four secondary schools in Devon to pilot a character-building programme, with a particular focus on disadvantaged children. The programme aimed to focus on four key character traits of resilience, leadership, community and curiosity through a range of approaches including mentoring, volunteering, and outdoor enrichment and enterprise activities. The programme also aimed to train staff in effective approaches to building character and developing resilience, and included a strong focus on raising aspirations, particularly in STEM careers.<\/p><\/td><\/tr> |
The Church of England Education Office<\/p><\/td> | £124,820<\/p><\/td> | The Church of England Education Office piloted \u201cwhat-if learning\u201d, a cross-curricular model developed by an international partnership of educators. This aimed to equip teachers with a practical approach to promoting the development in the classroom of those positive virtues and character traits which lead to success in learning and increased engagement in community and voluntary activities.<\/p><\/td><\/tr> |
Young Enterprise<\/p><\/td> | £162,495<\/p><\/td> | Through this programme, Young Enterprise aimed to support 200 15 to 18 year olds with special educational needs or disabilities within 20 schools or centres with an intensive programme to develop the essential character traits needed for success in employment and life through practical experiences of work. Through the programme, young people worked together to plan, set up and run a company or social enterprise. They took part in a number of enterprising activities supported by inspirational local volunteers from the world of work.<\/p><\/td><\/tr><\/tbody><\/table>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4270", "label" : {"_value" : "Biography information for Lord Nash"} } , "answeringMemberPrinted" : {"_value" : "Lord Nash"} , "dateOfAnswer" : {"_value" : "2016-11-16", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2016-11-16T15:22:53.763Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2016-11-09", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Personal, Social, Health and Economic Education"} , "houseId" : {"_value" : "2"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"} } ], "questionText" : "To ask Her Majesty\u2019s Government what character education grants were awarded to organisations and schools from 2014 to 2016; what was the value of each grant awarded; who were the recipients of each grant awarded; and what was the purpose and impact of those grants.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/395", "label" : {"_value" : "Biography information for Lord Blunkett"} } , "tablingMemberPrinted" : [{"_value" : "Lord Blunkett"} ], "uin" : "HL3167"} , {"_about" : "http://data.parliament.uk/resources/600968", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/600968/answer", "answerText" : {"_value" : " We are clear that as part of schools\u2019 duty to teach a broad and balanced curriculum, all young people should be provided with a curriculum that prepares them for success in adult life.<\/p> <\/p> Schools are best placed to make decisions about the education of their pupils. Teachers are able to cover parenting skills in personal, social, health and economic (PSHE) education lessons. The non-statutory programme of study for PSHE includes the roles and responsibilities of parents, parenting skills, the value of family relationships, and the impact of separation, divorce and bereavement on families.<\/p> <\/p> The Department does not hold information on secondary schools in Wales. This is the responsibility of the Welsh Government.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4270", "label" : {"_value" : "Biography information for Lord Nash"} } , "answeringMemberPrinted" : {"_value" : "Lord Nash"} , "dateOfAnswer" : {"_value" : "2016-11-04", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2016-11-04T13:43:16.013Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2016-10-13", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Personal, Social, Health and Economic Education"} , "houseId" : {"_value" : "2"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25277", "prefLabel" : {"_value" : "House of Lords"} } ], "questionText" : "To ask Her Majesty\u2019s Government whether they have any plans to encourage and support maintained secondary schools in England and Wales to do more to prepare their pupils for the responsibilities of parenthood.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3201", "label" : {"_value" : "Biography information for Lord Northbourne"} } , "tablingMemberPrinted" : [{"_value" : "Lord Northbourne"} ], "uin" : "HL2308"} , {"_about" : "http://data.parliament.uk/resources/595568", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/595568/answer", "answerText" : {"_value" : " It is for schools to decide how best to deliver the curriculum. They can teach about gender issues through personal, social, health and economic (PSHE) education, which is a non-statutory curriculum subject. The non-statutory PSHE programme of study, issued by the PSHE Association, includes teaching pupils about gender issues.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/1605", "label" : {"_value" : "Biography information for Edward Timpson"} } , "answeringMemberConstituency" : {"_value" : "Crewe and Nantwich"} , "answeringMemberPrinted" : {"_value" : "Edward Timpson"} , "dateOfAnswer" : {"_value" : "2016-10-12", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2016-10-12T14:23:49.12Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2016-10-07", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Personal, Social, Health and Economic Education"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, for what reason gender issues are not a compulsory part of the PSHE curriculum; and whether she has any plans to so introduce such issues into that curriculum.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/4268", "label" : {"_value" : "Biography information for Steve Reed"} } , "tablingMemberConstituency" : {"_value" : "Croydon North"} , "tablingMemberPrinted" : [{"_value" : "Mr Steve Reed"} ], "uin" : "47426"} ], "itemsPerPage" : 10, "next" : "http://eldaddp.azurewebsites.net/answeredquestions.text?_page=1&answeringDeptSortName=Education&hansardHeading=Personal%2C+Social%2C+Health+and+Economic+Education&max-questionFirstAnswered.=2017-06-27T13%3A44%3A07.893Z", "page" : 0, "startIndex" : 1, "totalResults" : 54, "type" : ["http://purl.org/linked-data/api/vocab#ListEndpoint", "http://purl.org/linked-data/api/vocab#Page"]} } |